[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598057-105":59,"doc-detail-598057-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","creating-a-translanguaging-space-for-high-school-emergent-bilinguals-case-study","Creating a Translanguaging Space for High School Emergent Bilinguals - Case Study","","The study examines how teachers can create a translanguaging space for high school emergent bilinguals through small-group reading of culturally relevant text. Grounded in dynamic bilingualism and sociocultural learning perspectives, it uses observations from a teacher-researcher team to show how students’ holistic linguistic repertoires support active participation. Findings argue that schooling norms should mirror emergent bilinguals’ discursive practices, promoting educational equity and disrupting deficit narratives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-a-translanguaging-space-for-high-school-emergent-bilinguals-case-study/598057/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-a-translanguaging-space-for-high-school-emergent-bilinguals-case-study/598057.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research questions does the study address about translanguaging spaces?","Question",{"text":112,"@type":113},"The study asks how teachers create a translanguaging space for emergent bilingual students in reading, and what such a space looks like in an ESOL pullout classroom.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study describe the way students use translanguaging during reading?",{"text":117,"@type":113},"Students’ participation is characterized by strategic, fluid translanguaging practices during small-group reading, including engaging discussions in both English and their home language (Spanish).",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article challenge deficit narratives about emergent bilinguals?",{"text":121,"@type":113},"It argues that deficit mind-sets wrongly treat grammatical and pronunciation nonnativelike production as errors, while translanguaging perspectives emphasize students’ complex cognitive and linguistic skills and cross-linguistic proficiency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598057,1792167075,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Creating a Translanguaging Space for High School Emergent Bilinguals  \nTranslanguaging is a rapidly developing concept in bilingual education. Working from the theoretical background of dynamic bilingualism, a translanguaging lens posits that bilingual learners draw on a holistic linguistic repertoire to make sense of the world and to communicate effectively with texts. What is relatively underdeveloped is the pedagogical aspects of translanguaging. This classroom-based study conducted in the southeastern US asks  \n2 questions: (a) How might teachers create a translanguaging space for students, and (b) what would this space look like? The authors, 1 classroom teacher and 1 researcher, engaged emergent bilingual students in small group reading of a culturally relevant text and observed students’active participation through strategic and fluid translanguaging practices. The authors argue that the linguistic norms of schooling should reflect the discursive norms of emergent bilingual students, and that teachers create translanguaging spaces as a path to educational equity.  \nAs the number of English language learners (ELLs) in the US  \ncontinues to grow (NCELA, 2011), it becomes ever more im  \nportant for educators to be aware of their educational needs and conditions. The U.S. Department of Education’s National Center for Education Statistics (2016) estimates that there were approximately 4.5 million ELLs attending US public schools in the school year 2013-2014. As the 2007 National Assessment of Educational Progress (NAEP) data show, ELLs are more than twice as likely to score below basic in reading and mathematics in fourth grade (Lee, Grigg, & Donahue, 2007) . The inequitable educational services provided to ELLs are also reflected in the high school dropout rates (Genesee, Lind  \nThe CATESOL Journal 29.2 • 2017 • 139  \nholm-Leary, Saunders, & Christian, 2006). In fact, while scholars cannot stress enough the importance of reading as a gateway skill to academic language and literacy development (Avalos, Plasencia, Chavez,& Rascón, 2007), NAEP data show that, in 2015, ELLs scored lower on reading assessments than their non-ELL peers in grades 4, 8, and 12, with an achievement gap widening as grades rise, from 37 points’difference in grade 4 to 45 points in grade 8 and 49 points in grade 12 (National Center for Education Statistics, 2017) .  \nDespite data that paint English learners (emergent bilinguals) as academically lower than their English-speaking peers, this article aims to disrupt the pejorative narrative that frames emergent bilinguals and their underachievement as a “problem” (Gutiérrez & Orellana, 2006; Ruíz, 1984). Along the same line, we will refer to the students learning English in this article as emergent bilinguals to emphasize the positive characteristics associated with bilingualism and biliteracy development (García, 2009a). The goal of this article, then, is to show how a group of high school emergent bilingual students used “translanguaging” strategies during small group reading activities in natural and creative ways in a “translanguaging space”(Li Wei, 2014) . This article highlights students’ multilingual proficiencies and their efforts to tackle literary text, and to build comprehension and motivation in a secondary English Language Arts classroom. They did so by drawing upon their rich linguistic experiences and engaging in lively discussions in both English and their home language, in this case, Spanish. Such linguistic ability and efforts align with Makalela’s (2015) description of translanguaging, which he describes as “a fluid communicative language practice where the languages of input and output were purposefully juxtaposed”(p. 16) . Therefore, we propose a translanguaging space for reading instruction with the explicit goal of reversing a deficit mind-set informed by monolingualistic ideologies. Rather, we focus on the assets and strengths that are prominent in emergent bilingual students’ ling","cbCaibCjGfkEvQsn","https://ap.wps.com/l/cbCaibCjGfkEvQsn","pdf",206516,24,"English","# Background and Purpose\n## Translanguaging concept and research questions\n# Context and Educational Need\n## ELL growth and achievement gaps\n# Argument Against Deficit Narratives\n## Reframing bilingualism and biliteracy\n# Study Focus and Theoretical Framework\n## Sociocultural and bilingual learning theories\n# Classroom Implications","[{\"question\":\"What research questions does the study address about translanguaging spaces?\",\"answer\":\"The study asks how teachers create a translanguaging space for emergent bilingual students in reading, and what such a space looks like in an ESOL pullout classroom.\"},{\"question\":\"How does the study describe the way students use translanguaging during reading?\",\"answer\":\"Students’ participation is characterized by strategic, fluid translanguaging practices during small-group reading, including engaging discussions in both English and their home language (Spanish).\"},{\"question\":\"Why does the article challenge deficit narratives about emergent bilinguals?\",\"answer\":\"It argues that deficit mind-sets wrongly treat grammatical and pronunciation nonnativelike production as errors, while translanguaging perspectives emphasize students’ complex cognitive and linguistic skills and cross-linguistic proficiency.\"}]","Creating a Translanguaging Space for High School Emergent Bilinguals - Case Study | PDF",1792086207]